TEACHING CASES Instructions:The cases to follow here are cases based on real classroom experiences that have occurred in my classroom. In some instances I have used fictitious names, but the stories and characters are real. These cases are in no way unique to my classroom, and are, in fact, generalize-able to other classrooms, and hopefully yours. I use these stories because I feel that the more realistic (the fact that these cases occurred in my classroom) they are, the more profound the teaching from them will be. There is no one right way to address these situations, but there are acceptable processes by which we can reflect and discuss as to reach agreement and make recommendations. Specifically, reflect on methods, strategies, tools and technologies that might be utilized to address the issues raised in these cases. I hope to over time add to this list such that I can include the cases of the teachers who are in this class. So please share. As you read these cases, try to relate them to your experience as a teacher and also as a student. 1. Jaques and Alex Narrative: Jacques was a senior in my 4th period chemistry course. He kept up with his work and was doing a pretty good job in class. On the weekend that fell 2 months before graduation, Jacques had the misfortune of getting into a fight and ended up being beaten so badly that he was hospitalized for 3 weeks time. He was in critical condition and was placed on a respirator. Needless to say, the least of Jacques worries was chemistry. As it turns out, one of the students who beat Jacques was a student named Alex in my period 4 Chemistry class. The same class! When Jacques returned to school to meet with me and to get "missing work", charges were filed against Alex and as a result, a restraining order was placed on Alex. I was ordered by our building police officer not to allow Alex in the chemistry room for the rest of the year. And, I was ordered by Jacques doctor to allow him to miss the remainder of the year because he would be undergoing reconstructive maxilofacial surgery. Both of these students have the right to receive an education even though they can not physically be in my chemistry classroom. That means they are held to the same standards, yet the conditions for their learning are much different than "typical".
Question: How would you deal with this situation? What technologies, methods and strategies could you employ to address this situation?
CASE 1 - RYAN LAVINE'S RESPONSE:
Why was there a fight? Even if Alex was provoked, his actions, which resulted in reconstructive surgery, were not warranted. And I believe that I would a real biased that I as the teacher shouldn’t have. I am big believer in technology and how it can help in relating to the students and parents. And as I would try to have this established at the beginning of the year, the two students could simply continue with their work by accessing the online plans and assignments,. As far as the material in class that is covered, it is usually an extension of what is covered in the book or the text or online material, so they would simply have to concentrate harder on the reading. 2. Andrew Narrative: On the first day of my 6th period chemistry class one of our school counselors Bruce entered my class with Andrew (student) his advocate Jeff and his mom Sally. I said "hello" to Andrew and noticed right away glazed-over eyes. Andrew couldn't hear me. He was listening to music from his ipod. Bruce began explaining "Andrew has Schizophrenia and is taking psychosomatic "meds" for treatment." His mom chimed in "As you might have noticed, he is under medication as we speak". I held out my hand to Andrew and said "welcome to chemistry". Andrew kind of smiled and looked down. Bruce then spoke "Here is Andrew's IEP (individualized educaion plan)." "There will need to be major modifications made so that Andrew can be successful." Sally said "Andrew might miss you class for weeks or months at a time. It all depends on his meds." "One thing that helps him cope is his music." Bruce and Sally left the room and Jeff commented "I'll come by after school to discuss further". Andrew went over to a desk in the back of the room, sat down, looked blankly at the front of the room. He turned his music up - I could hear it from the front of the room. Shortly thereafter, Andrew had his head on his desk with his eyes closed, a hoodie pulled over his head. He stayed that way until the end of class. The next day of class, Andrew's mom called and explained that Andrew would not be in class for at least the next two weeks and requested that I provide the next two weeks of lessons that he would miss.
Question: How would you deal with this situation? What technologies, methods and strategies could you employ to address this situation?
CASE 2 - RYAN LAVINE'S RESPONSE:
You know… Andrew has to deal with some pretty tough problems, and quite honestly, unless Andrew specifically asked for it, I don’t see why the school would even waste his time with Chemistry. It’s not as if many of the students who go through the class use or even remember the material covered past the tests. So it looks like – there’s probably not much use for chemistry in Andrew’sfuture, he doesn’t want to be there, it makes a lot more work for me as the teacher…who’s benefitting from this? What is the point? As a special education para-ed for the last 8 years I have seen this over and over and do not understand why it continues. Because of state requirements? Please. I would put the bulk of my effort in helping Andrew get into classes that would benefit him in his future – classes like life skills, budgeting, home economics, and business classes that would help him with interviewing, resume writing and on the job skills. 3. Dianna Narrative: Diana from Brazil not speak English. She entered my chemistry class 2 weeks after it started. She was a very successful student in Brazil, and her parents have met with me regarding their expectations that she do well in chemistry. The text used in chemistry is in english, as are all of my resources.
Question: How would you deal with this situation? What technologies, methods and strategies could you employ to address this situation?
CASE 3 - RYAN LAVINE'S RESPONSE:
“Diana from Brazil not speak English.” (lol – was that on purpose?) First thing’s first. The bulk of Diana’s time in school needs to be hard hitting ELL classes. Say she has a 6 period day in a school – then 3 to 4 of them need to be ELL classes. There is not point of throwing her into chemistry or literature or history or ANYTHING that is taught in English because she does not understand it. So she might have to stay an extra year in school to get all her req’s done after spending most of her first year in all English classes. Big deal! So she is 1 year late but successful. What I have seen repeatedly in schools is that the students may have 1 or 2 ELL classes and then they have the regular load for their age/year. And the students are barely successful in any of them simply because they do not understand English well enough to be successful!!! What are we doing to these kids?! We are failing them! Yes the school serves masses – but that mass serving is at least under the understanding that the mass knows the language the material is being taught in. For the kids who don’t, let’s stop being ridiculous and hoping that they’ll just get it and throw them in class. Let’s do a full year of ELL and then get them on track with their classes. 4. Gabriel Narrative: Gabriel was a student of mine who was taking one of my online AP Physics courses from the University of California College Prep. (UCCP), Santa Cruz. As per the accreditation for online science courses, it was mandated that the laboratory component be "physical", whereby students manipulated "real" equipment to study physics-related concepts. The students that I would have in the online AP Physics courses would be from all over the country and, in some cases, international. In fact, one of the reasons some of these learners were from all over the country and international was that many had exceptional talents above and beyond the AP Physics course room. For example, one learner was training to compete in the winter Olympics as a figure skater, while another was a world renowned pianist. Some students attended schools that did not offer an AP Physics course. And ever since a 1999 class-action equal access suit filed against the state of California, students are to be guaranteed the right to access college-prep or AP courses, even if their school does not offer such courses. If their school does not provide such programs, it is the district's and/or state's responsibility to provide such opportunities. Hence, online AP Physics. Now keep in mind the earlier statement that the labs for these courses were to be "physical". This meant that the school that the students attended was to have a mentor to oversee the proper use, set-up, and safety of the physics lab equipment. Even if the school did not have the equipment, the mentor was expected to get creative and utilize similar supplies such that the lab could be performed. And get creative we did!
OK, so Gabriel attended a school that lacked "common" science lab equipment (e.g., voltmeters, ring stands, circuit kits, and so forth). And, he was to complete the AP Physics "physical" labs prescribed for the course. I received a call from Gabe's mentor regarding how the labs were to be completed without the necessary equipment. In essence the majority of the labs could not be completed because the host school did not have the requisite equipment. Technically, Gabe's hosting school (someone other than the Mentor) signed that they had access to all of the necessary equipment, so Gabe was enrolled with UCCP. And, Gabe enrolled 2 weeks after the course began.
Question: How would you deal with this situation? What technologies, methods and strategies could you employ to address this situation? What should I tell the mentor?
CASE 4 - RYAN LAVINE'S RESPONSE:
I read this twice and didn’t understand the story much less the question that was being asked.
5. MLMS STUDENT Narrative: MLMS has a seventh grade reading class that all seventh grade students must attend for one period during the whole year. For those who finished 6th grade with ‘low reading scores,’ they must use their elective to take An additional remedial reading class. One student, Melissa, came into that class and declared to the teacher, “I hate this class!” The teacher asked, “Why?” “Because I hate reading.” Was her response.
Question: How would you deal with this situation? What technologies, methods and strategies could you employ to address this situation? What should I tell the mentor?
Instructions: The cases to follow here are cases based on real classroom experiences that have occurred in my classroom. In some instances I have used fictitious names, but the stories and characters are real. These cases are in no way unique to my classroom, and are, in fact, generalize-able to other classrooms, and hopefully yours. I use these stories because I feel that the more realistic (the fact that these cases occurred in my classroom) they are, the more profound the teaching from them will be. There is no one right way to address these situations, but there are acceptable processes by which we can reflect and discuss as to reach agreement and make recommendations. Specifically, reflect on methods, strategies, tools and technologies that might be utilized to address the issues raised in these cases. I hope to over time add to this list such that I can include the cases of the teachers who are in this class. So please share. As you read these cases, try to relate them to your experience as a teacher and also as a student.
1. Jaques and Alex
Narrative: Jacques was a senior in my 4th period chemistry course. He kept up with his work and was doing a pretty good job in class. On the weekend that fell 2 months before graduation, Jacques had the misfortune of getting into a fight and ended up being beaten so badly that he was hospitalized for 3 weeks time. He was in critical condition and was placed on a respirator. Needless to say, the least of Jacques worries was chemistry. As it turns out, one of the students who beat Jacques was a student named Alex in my period 4 Chemistry class. The same class! When Jacques returned to school to meet with me and to get "missing work", charges were filed against Alex and as a result, a restraining order was placed on Alex. I was ordered by our building police officer not to allow Alex in the chemistry room for the rest of the year. And, I was ordered by Jacques doctor to allow him to miss the remainder of the year because he would be undergoing reconstructive maxilofacial surgery. Both of these students have the right to receive an education even though they can not physically be in my chemistry classroom. That means they are held to the same standards, yet the conditions for their learning are much different than "typical".
Question: How would you deal with this situation? What technologies, methods and strategies could you employ to address this situation?
CASE 1 - RYAN LAVINE'S RESPONSE:
Why was there a fight? Even if Alex was provoked, his actions, which resulted in reconstructive surgery, were not warranted. And I believe that I would a real biased that I as the teacher shouldn’t have. I am big believer in technology and how it can help in relating to the students and parents. And as I would try to have this established at the beginning of the year, the two students could simply continue with their work by accessing the online plans and assignments,. As far as the material in class that is covered, it is usually an extension of what is covered in the book or the text or online material, so they would simply have to concentrate harder on the reading.
2. Andrew
Narrative: On the first day of my 6th period chemistry class one of our school counselors Bruce entered my class with Andrew (student) his advocate Jeff and his mom Sally. I said "hello" to Andrew and noticed right away glazed-over eyes. Andrew couldn't hear me. He was listening to music from his ipod. Bruce began explaining "Andrew has Schizophrenia and is taking psychosomatic "meds" for treatment." His mom chimed in "As you might have noticed, he is under medication as we speak". I held out my hand to Andrew and said "welcome to chemistry". Andrew kind of smiled and looked down. Bruce then spoke "Here is Andrew's IEP (individualized educaion plan)." "There will need to be major modifications made so that Andrew can be successful." Sally said "Andrew might miss you class for weeks or months at a time. It all depends on his meds." "One thing that helps him cope is his music." Bruce and Sally left the room and Jeff commented "I'll come by after school to discuss further". Andrew went over to a desk in the back of the room, sat down, looked blankly at the front of the room. He turned his music up - I could hear it from the front of the room. Shortly thereafter, Andrew had his head on his desk with his eyes closed, a hoodie pulled over his head. He stayed that way until the end of class. The next day of class, Andrew's mom called and explained that Andrew would not be in class for at least the next two weeks and requested that I provide the next two weeks of lessons that he would miss.
Question: How would you deal with this situation? What technologies, methods and strategies could you employ to address this situation?
CASE 2 - RYAN LAVINE'S RESPONSE:
You know… Andrew has to deal with some pretty tough problems, and quite honestly, unless Andrew specifically asked for it, I don’t see why the school would even waste his time with Chemistry. It’s not as if many of the students who go through the class use or even remember the material covered past the tests.
So it looks like – there’s probably not much use for chemistry in Andrew’s future, he doesn’t want to be there, it makes a lot more work for me as the teacher…who’s benefitting from this? What is the point? As a special education para-ed for the last 8 years I have seen this over and over and do not understand why it continues. Because of state requirements? Please. I would put the bulk of my effort in helping Andrew get into classes that would benefit him in his future – classes like life skills, budgeting, home economics, and business classes that would help him with interviewing, resume writing and on the job skills.
3. Dianna
Narrative: Diana from Brazil not speak English. She entered my chemistry class 2 weeks after it started. She was a very successful student in Brazil, and her parents have met with me regarding their expectations that she do well in chemistry. The text used in chemistry is in english, as are all of my resources.
Question: How would you deal with this situation? What technologies, methods and strategies could you employ to address this situation?
CASE 3 - RYAN LAVINE'S RESPONSE:
“Diana from Brazil not speak English.” (lol – was that on purpose?) First thing’s first. The bulk of Diana’s time in school needs to be hard hitting ELL classes. Say she has a 6 period day in a school – then 3 to 4 of them need to be ELL classes. There is not point of throwing her into chemistry or literature or history or ANYTHING that is taught in English because she does not understand it. So she might have to stay an extra year in school to get all her req’s done after spending most of her first year in all English classes. Big deal! So she is 1 year late but successful. What I have seen repeatedly in schools is that the students may have 1 or 2 ELL classes and then they have the regular load for their age/year. And the students are barely successful in any of them simply because they do not understand English well enough to be successful!!! What are we doing to these kids?! We are failing them! Yes the school serves masses – but that mass serving is at least under the understanding that the mass knows the language the material is being taught in. For the kids who don’t, let’s stop being ridiculous and hoping that they’ll just get it and throw them in class. Let’s do a full year of ELL and then get them on track with their classes.
4. Gabriel
Narrative: Gabriel was a student of mine who was taking one of my online AP Physics courses from the University of California College Prep. (UCCP), Santa Cruz. As per the accreditation for online science courses, it was mandated that the laboratory component be "physical", whereby students manipulated "real" equipment to study physics-related concepts. The students that I would have in the online AP Physics courses would be from all over the country and, in some cases, international. In fact, one of the reasons some of these learners were from all over the country and international was that many had exceptional talents above and beyond the AP Physics course room. For example, one learner was training to compete in the winter Olympics as a figure skater, while another was a world renowned pianist. Some students attended schools that did not offer an AP Physics course. And ever since a 1999 class-action equal access suit filed against the state of California, students are to be guaranteed the right to access college-prep or AP courses, even if their school does not offer such courses. If their school does not provide such programs, it is the district's and/or state's responsibility to provide such opportunities. Hence, online AP Physics. Now keep in mind the earlier statement that the labs for these courses were to be "physical". This meant that the school that the students attended was to have a mentor to oversee the proper use, set-up, and safety of the physics lab equipment. Even if the school did not have the equipment, the mentor was expected to get creative and utilize similar supplies such that the lab could be performed. And get creative we did!
OK, so Gabriel attended a school that lacked "common" science lab equipment (e.g., voltmeters, ring stands, circuit kits, and so forth). And, he was to complete the AP Physics "physical" labs prescribed for the course. I received a call from Gabe's mentor regarding how the labs were to be completed without the necessary equipment. In essence the majority of the labs could not be completed because the host school did not have the requisite equipment. Technically, Gabe's hosting school (someone other than the Mentor) signed that they had access to all of the necessary equipment, so Gabe was enrolled with UCCP. And, Gabe enrolled 2 weeks after the course began.
Question: How would you deal with this situation? What technologies, methods and strategies could you employ to address this situation? What should I tell the mentor?
CASE 4 - RYAN LAVINE'S RESPONSE:
I read this twice and didn’t understand the story much less the question that was being asked.
5. MLMS STUDENT
Narrative: MLMS has a seventh grade reading class that all seventh grade students must attend for one period during the whole year. For those who finished 6th grade with ‘low reading scores,’ they must use their elective to take An additional remedial reading class. One student, Melissa, came into that class and declared to the teacher, “I hate this class!” The teacher asked, “Why?” “Because I hate reading.” Was her response.
Question: How would you deal with this situation? What technologies, methods and strategies could you employ to address this situation? What should I tell the mentor?
CASE 5 - RYAN LAVINE'S RESPONSE:
References:
In Class-Action Lawsuit, ACLU Says CA Students Are Denied Equal Access to Advanced Placement Courses (7/27/1999). [Online]. ACLU. Retrieved Sept. 20, 2008 from http://www.aclu.org/racialjustice/aa/15822prs19990727.html.
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